The neglected grass root adoption of mobile phones as learning tools in resource-limited settings. A study from advanced midwifery education in KwaZulu-Natal, South Africa.

Abstract

Background/rationale: Many mhealth and mlearning interventions fail, because they adopt a techno-centric view and ignore the local context. To address this, the present study investigated the 'organic' adoption and educational usage of mobile phones by health workers in rural health settings. Methods: A qualitative study was conducted interviewing nursing/advanced midwifery students, facilitators and nursing managers from rural, resource-constrained regions in the province of KwaZulu-Natal, South Africa. Content analysis used the concepts of Community of Inquiry theory as 'a priori-constructs'. Results: The research revealed a number of unexpected learning and teaching practices - based on the grass-root adoption of mobile phone functions and in particular social apps. These practices involved cognitive, teaching and social presence as well as reflective practice and enabled rich educational experiences - according to the Community of Inquiry Theory.